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Feedback and the educational alliance: examining credibility judgements and their consequences

Telio, Summer, Regehr, Glenn and Ajjawi, Rola 2016, Feedback and the educational alliance: examining credibility judgements and their consequences, Medical education, vol. 50, no. 9, pp. 933-942, doi: 10.1111/medu.13063.

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Title Feedback and the educational alliance: examining credibility judgements and their consequences
Author(s) Telio, Summer
Regehr, Glenn
Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Journal name Medical education
Volume number 50
Issue number 9
Start page 933
End page 942
Total pages 10
Publisher Wiley
Place of publication London, Eng.
Publication date 2016-09
ISSN 0308-0110
1365-2923
Keyword(s) Social Sciences
Science & Technology
Life Sciences & Biomedicine
Education, Scientific Disciplines
Health Care Sciences & Services
Education & Educational Research
SELF-ASSESSMENT
THERAPEUTIC ALLIANCE
METAANALYSIS
VARIABLES
RESIDENT
Summary CONTEXT: Several recent studies have documented the fact that, in considering feedback, learners are actively making credibility judgements about the feedback and its source. Yet few have intentionally explored such judgements to gain a deeper understanding of how the process works or how these judgements might interact to influence engagement with and interpretation of feedback. Using the educational alliance framework, we sought to elaborate an understanding of learners' credibility judgements and their consequences. METHODS: Using constructivist grounded theory we conducted semi-structured interviews with psychiatry residents. We used a theoretical sampling approach that invited participants with diverse scores based on a previously published feedback survey and an investigator-developed educational alliance inventory. Consistent with the principles of grounded theory analysis, data were collected and analysed in an iterative process to identify themes. RESULTS: Participants depicted themselves as actively contemplating feedback and considering it thoughtfully in light of complex judgements regarding their supervisor, the relationship with their supervisor and the larger context in which the feedback interactions were occurring. These judgements focused on the supervisor's credibility both as a clinician and as a partner in the educational alliance. The educational alliance is judged by trainees in relation to the supervisor's engagement as an educator, commitment to promoting growth of residents and positive attitude toward them. CONCLUSIONS: Our findings suggest that credibility is a multifaceted judgement that occurs not only at the moment of the feedback interaction but early in and throughout an educational relationship. It not only affects a learner's engagement with a particular piece of feedback at the moment of delivery, but also has consequences for future engagement with (or avoidance of) further learning interactions with the supervisor. These findings can help medical educators develop a more meaningful understanding of the context in which feedback takes place.
Language eng
DOI 10.1111/medu.13063
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2016, John Wiley & Sons Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30085884

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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Created: Mon, 05 Sep 2016, 13:46:34 EST

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